In our Global Archive series, we get to know the world a little better, one country (or territory) at a time. Today’s installment: Russia!

So let’s start at the very beginning. Modern Russia has origins in about the 8th century CE. Vikings (called Varangians by the Greeks) came to rule over the people known as Slavs.

Is the word slav related to the word slave? Maybe. Some linguists think they have a shared origin in Latin. Slavic people were often enslaved in the 3rd through 8th centuries. It might also be derived from slovo, “word”–people who spoke the same language or “word” might have called each other Slavs, then other people heard them calling each other Slavs, and then decided that that was their name…

In 862, Rurik, a Varangian prince, came to rule over the area around Lake Ladoga, not too far from modern day St. Petersburg. He founded a new settlement at Novgorod. Rurik’s descendants would be the first dynasty of Russian rulers.

By the 9th century, the Varangians had assembled the Slavic tribes into a loose federation of city-states. At the time it was called “the land of the Rus'”–though linguists argue about what Rus’ means. Nowadays it is often called Kievan Rus’, because Kiev became the most powerful city after Novgorod.

Slavs were pagans and worshiped nature. There were at least 6 major gods representing things like thunder, the sun, and women’s work. In 988, the Grand Prince of Kiev, Vladimir, forcibly began converting people to Orthodox Christianity in order to strengthen his relationship with the Byzantine empire. The people did not totally want to give up some of their pagan traditions though, and for years priests complained about “dvoeverie” or having two faiths.

Kievan Rus’ around 1100 CE.

As Kievan Rus’ eventually began to decline, Mongols started invading. Kievan Rus’ fell in 1240 to the “Mongol Yoke.” The cities of Rus’ had to pay tribute to Mongol leaders. Finally, the princes of the city of Moscow got strong enough to fight back in the 1400s, and by 1480, Moscow rose as the new powerful, independent city. It conquered its neighboring areas.

As Kievan Rus’ eventually began to decline, Mongols started invading. Kievan Rus’ fell in 1240 to the “Mongol Yoke.” The cities of Rus’ had to pay tribute to Mongol leaders. Finally, the princes of the city of Moscow got strong enough to fight back in the 1400s, and by 1480, Moscow rose as the new powerful, independent city. It conquered its neighboring areas.

Moscovy by 1525.

In 1547, Ivan the Fourth, more famously known as Ivan the Terrible, took a new title: The Tsar of All the Russias.

Ivan’s name in Russian, Иван Грозный, does not mean “Ivan the Terrible”–it means “Ivan the Terrifying.” He was a scary guy!

He conquered the far eastern territories of Kazan and Siberia, and Russia became a multicultural country.

The Romanov dynasty came to power in 1613. They strengthened Russia and kept expanding its borders. By the late 17th century, Russia had absorbed half of Ukraine.

In 1721, Peter I (the Great) named himself emperor. The Russian Empire was born. He built a new capital at St. Petersburg, and led a cultural revolution to modernize Russia. Catherine the Great continued these imperialist ways, and added enormous amounts of land to the empire through conquest and colonization.

Russian Empire in 1866. Hey, there’s Alaska!

Eventually, the empire declined. When Russia entered World War I, the high costs of war and dissatisfaction with corruption led the people to unrest. Two revolutions took place in 1917–the first in February forcing Tsar Nicholas II to abdicate in favor of a Provisional Government and eventually the Russian Republic, and another in October seizing power for the Bolshevik party, led by Vladimir Lenin. By January 1918, the Soviet Union, the world’s first Soviet state, was born.

The official name was The Union of Soviet Socialist Republics– Союз Советских Социалистических Республик. Soviet refers to the elected council that governed each republic. It is the same word as совет– advice!

In order to achieve the monumental goal of modernizing the vast territory of the former Russian empire, the Soviet Union had to be organized. It is no secret that these modernizations, such as the forced collectivization of farmlands, came at an appalling human cost. The Second World War took an enormous toll on the USSR as well; however, the rapid industrialization of the previous decades made for an effective wartime infrastructure.

I think I’ll leave discussion of the rest of the 20th century and beyond for another day, as this post is already getting quite long. To be continued!

KING HENRY V

Once more unto the breach, dear friends, once more;
Or close the wall up with our English dead.
In peace there’s nothing so becomes a man
As modest stillness and humility:
But when the blast of war blows in our ears,
Then imitate the action of the tiger;
Stiffen the sinews, summon up the blood,
Disguise fair nature with hard-favour’d rage;
Then lend the eye a terrible aspect;
Let pry through the portage of the head
Like the brass cannon; let the brow o’erwhelm it
As fearfully as doth a galled rock
O’erhang and jutty his confounded base,
Swill’d with the wild and wasteful ocean.
Now set the teeth and stretch the nostril wide,
Hold hard the breath and bend up every spirit
To his full height. On, on, you noblest English.
Whose blood is fet from fathers of war-proof!
Fathers that, like so many Alexanders,
Have in these parts from morn till even fought
And sheathed their swords for lack of argument:
Dishonour not your mothers; now attest
That those whom you call’d fathers did beget you.
Be copy now to men of grosser blood,
And teach them how to war. And you, good yeoman,
Whose limbs were made in England, show us here
The mettle of your pasture; let us swear
That you are worth your breeding; which I doubt not;
For there is none of you so mean and base,
That hath not noble lustre in your eyes.
I see you stand like greyhounds in the slips,
Straining upon the start. The game’s afoot:
Follow your spirit, and upon this charge
Cry ‘God for Harry, England, and Saint George!’

Fall is upon us once again. A new crop of students will begin doctoral studies, and many more will take classes in preparation for applying to PhD programs. It seems the ideal moment to share an old favorite.

Working in higher education, I deal with helicopter parents and lawnmower parents on a daily basis now. Overparenting is an incredible disservice to children and young adults. Not only do they experience setbacks, negative feedback, and garden-variety frustrations of life as insurmountable failures and barriers, they often lack the savvy to safeguard themselves from actual dangers. I see expensive gadgets left unattended and personal safety measures ignored at night, and I am often asked for help with various questions and issues (sometimes it’s more of a demand than a request), apparently because I am a female who looks sufficiently older than a student. It makes me both sad and concerned to think that these young people were raised to expect a benevolent world of surrogate mothers taking care of them, only to find, as we all must, that life is harder and more unfair than that. I suspect that a child who has to live with the consequences of having a smaller item stolen would not, at 19, be so careless with a laptop. The child who had to struggle and learn by doing her own homework might not need her mother to call a college professor about an unclear grading policy. The child who was taught to hope for the best but be prepared for the worst may be able to be delighted by the good things that happen, and not crushed when problems arise.

One of the first TED talks made available online in 2006, Sir Ken Robinson’s “Do Schools Kill Creativity?” remains the most-watched talk on the TED.com website. In addition to the speaker’s excellent rhetorical techniques (which, indeed, have helped set the tone for many future TED and TEDx events), the subject matter, if anything, rings even truer now than it did a decade ago.

Robinson builds his speech on the themes that, in his opinion, the whole conference shares:

The extraordinary range and variety of human creativity

The impossibility of knowing what the world will be like even five years into the future

The innate capacities children have for innovation and creativity

He asserts:

All kids have tremendous talents. And we squander them, pretty ruthlessly… My contention is that creativity now is as important in education as literacy, and we should treat it with the same status.

After telling two humorous anecdotes about the fearlessness of children to be wrong, Robinson concludes:

You’ll never come up with anything original — if you’re not prepared to be wrong. And by the time they get to be adults, most kids have lost that capacity. They have become frightened of being wrong. And we run our companies like this, by the way. We stigmatize mistakes. And we’re now running national education systems where mistakes are the worst thing you can make. And the result is that we are educating people out of their creative capacities.

While many other TED talks have discussed the variety observed within educational environments around the world, Robinson focuses on the hierarchy of subjects that he finds universal within them: that mathematics and languages (the subjects that supposedly make a person employable) are at the top of the hierarchy, and the arts on the bottom. Even within the arts, he notes, drama and dance rank below art and music.

Don’t do music, you’re not going to be a musician; don’t do art, you won’t be an artist. Benign advice — now, profoundly mistaken. The whole world is engulfed in a revolution. And the second is academic ability, which has really come to dominate our view of intelligence, because the universities designed the system in their image. If you think of it, the whole system of public education around the world is a protracted process of university entrance. And the consequence is that many highly talented, brilliant, creative people think they’re not, because the thing they were good at at school wasn’t valued, or was actually stigmatized. And I think we can’t afford to go on that way.

Robinson tells the thought-provoking story of Gillian Lynne, who, as a child, performed poorly academically until a doctor suggested taking her to a dance school, where she met other people like herself, “who had to move to think.” The story concludes:

She was eventually auditioned for the Royal Ballet School; she became a soloist; she had a wonderful career at the Royal Ballet. She eventually graduated from the Royal Ballet School and founded her own company — the Gillian Lynne Dance Company — met Andrew Lloyd Weber. She’s been responsible for some of the most successful musical theater productions in history; she’s given pleasure to millions; and she’s a multi-millionaire. Somebody else might have put her on medication and told her to calm down.

All in all, we would have to agree that the 20-minute talk does deserve its place of prominence among the TED collection. Robinson explores his topic in further detail in his book, The Element: How Finding Your Passion Changes Everything [library]. He has also given several more TED talks, which we will eventually feature here.

I thought, on the train, how utterly we have forsaken the Earth, in the sense of excluding it from our thoughts. There are but few who consider its physical hugeness, its rough enormity. It is still a disparate monstrosity, full of solitudes & barrens & wilds. It still dwarfs & terrifies & crushes. The rivers still roar, the mountains still crash, the winds still shatter. Man is an affair of cities. His gardens & orchards & fields are mere scrapings. Somehow, however, he has managed to shut out the face of the giant from his windows. But the giant is there, nevertheless.

You want a social life, with friends.
A passionate love life and as well
To work hard every day. What’s true
Is of these three you may have two
And two can pay you dividends
But never may have three.

There isn’t time enough, my friends–
Though dawn begins, yet midnight ends–
To find the time to have love, work, and friends.
Michelangelo had feeling
For Vittoria and the Ceiling
But did he go to parties at day’s end?

Homer nightly went to banquets
Wrote all day but had no lockets
Bright with pictures of his Girl.
I know one who loves and parties
And has done so since his thirties
But writes hardly anything at all.

—-

Kenneth Koch (1925-2002) was an American poet, playwright, and professor. He was a prominent poet of the New York School of poetry, a circle of poets that also included Frank O’Hara and John Ashbery.